Unveiling Epistemic Injustice in Education: A critical analysis of alternative approaches

Abstract

This conceptual article critically examines the pervasive issue of epistemic injustice within educational settings. Drawing from critical theory and social justice frameworks, this paper aims to uncover and critically analyse the various forms of epistemic injustice in education settings, focusing on marginalised and underrepresented groups. Through lensing within the transformative worldview and employing conceptual analysis to make sense of the arguments, this paper explores how epistemic injustices manifest through biased curriculum design, pedagogical approaches, and assessment methods. The article argues the detrimental impact of epistemic injustice on marginalised students. Additionally, it evaluates strategies and interventions to address epistemic injustice in education, such as inclusive pedagogical practices, curriculum reforms, and the promotion of diverse perspectives in knowledge systems. I propose alternative approaches for creating inclusive learning environments towards dismantling epistemic injustice. This paper contributes to the scholarly discourse on epistemic justice, calling for the transformation of educational practices and policies to promote equity, inclusion, and the recognition of diverse knowledge and experiences, inspiring stakeholders to actively work towards achieving epistemic justice for all students.